Echoes of feedback: analyzing the ripple effects of reflective peer feedback on interpersonal trust, self-efficacy, and learning depth

This study examines the impact of reflective peer feedback on key variables, including interpersonal trust (IT), self-efficacy (SE), and learning depth (LD), compared to standard peer feedback among undergraduate English Teaching (BA) students. The primary objective was to compare the effects of reflective peer feedback and standard peer feedback, measuring both cognitive and affective aspects of learning. A quasi-experimental design, integrating both quantitative and qualitative methods, was employed. A total of 100 EFL students participated, divided into two groups: Group A (Reflective Peer Feedback) and Group B (Standard Peer Feedback). Pre- and post-tests were used to assess learning depth, interpersonal trust, and self-efficacy. Additionally, semi-structured interviews were conducted to explore their experiences with the feedback process. The results indicated that Group A (Reflective Peer Feedback) showed significant improvements in learning depth, interpersonal trust, and self-efficacy compared to Group B (Standard Peer Feedback). Participants in Group A demonstrated deeper cognitive engagement, stronger interpersonal trust, and greater self-efficacy, as revealed by both the quantitative assessments and qualitative interviews. In contrast, Group B showed minimal changes in these areas. The findings suggest that incorporating reflective peer feedback into language education can have a positive impact on both academic performance and socio-emotional development.